Teaching Music to Visually Impaired Students
Strategies for Teaching Music to Visually Impaired Students
Sean M. Rybak
Kent State University
Abstract
The purpose of this study was to research successful strategies for teaching music to mainstreamed students who are visually impaired. The way visually impaired students learn classify them into one of three learning groups; visual learners who learn by sight, tactile learners who learn from touch and auditory learners who learn by hearing. Strategies for each learning style are provided as well as domain specific accommodations and modifications for instrumental, vocal and general music. Emphasis is put on the fact that instructors must properly assess the abilities of the visually impaired student in question before applying any suggested strategies. In addition, instructors should not abandon other types of learning once a successful strategy is found.
Keywords: visual impairment, blind, music, braille
Strategies for Teaching Music to Visually Impaired Students
The 1954 ruling in the Brown v. Board of Education case motivated parents of children with disabilities to advocate and make a push for equal access to education for their children (Abeles, 2010). The ruling of the 1972 case, Pennsylvania Association for Retarded Children (PARC) v. Commonwealth of Pennsylvania stated that “children with mental retardation were entitled to free, appropriate public education (as cited in Abeles, 2010). This ruling led to the 1975 passing of Public Law 94-142, titled Education for All Handicapped Children Act. The law has been revised over the years and is now referred to as the IDEA or the Individuals with Disabilities Education Act (Abeles, 2010). Public Law 94-142 has been creating new challenges for teachers since it’s implementation in 1975 by including students with a wide range of disabilities in the everyday classroom through mainstreaming and inclusion. The purpose of this study is to research and present effective strategies for
Sean M. Rybak
Kent State University
Abstract
The purpose of this study was to research successful strategies for teaching music to mainstreamed students who are visually impaired. The way visually impaired students learn classify them into one of three learning groups; visual learners who learn by sight, tactile learners who learn from touch and auditory learners who learn by hearing. Strategies for each learning style are provided as well as domain specific accommodations and modifications for instrumental, vocal and general music. Emphasis is put on the fact that instructors must properly assess the abilities of the visually impaired student in question before applying any suggested strategies. In addition, instructors should not abandon other types of learning once a successful strategy is found.
Keywords: visual impairment, blind, music, braille
Strategies for Teaching Music to Visually Impaired Students
The 1954 ruling in the Brown v. Board of Education case motivated parents of children with disabilities to advocate and make a push for equal access to education for their children (Abeles, 2010). The ruling of the 1972 case, Pennsylvania Association for Retarded Children (PARC) v. Commonwealth of Pennsylvania stated that “children with mental retardation were entitled to free, appropriate public education (as cited in Abeles, 2010). This ruling led to the 1975 passing of Public Law 94-142, titled Education for All Handicapped Children Act. The law has been revised over the years and is now referred to as the IDEA or the Individuals with Disabilities Education Act (Abeles, 2010). Public Law 94-142 has been creating new challenges for teachers since it’s implementation in 1975 by including students with a wide range of disabilities in the everyday classroom through mainstreaming and inclusion. The purpose of this study is to research and present effective strategies for
References: Abeles, H. F. (2010). Philosophical Perspectives of Music Education. In H. F. Abeles & L. A. Custodero (Ed.), Critical Issues in Music Education Contemporary Theory and Beryk, S. V. (1965). Resources for Blind Students and Their Teachers. Music Educators Journal, 52, 75-77 Coates, R. (2012). Accommodating Band Students with Visual Impairment. Music Educators Journal, 99(1), 60-66 Mazur, K. (2004). An Introduction to Inclusion in the Music Classroom. Music Educators Journal, 18, 6-11. McReynolds, J. C. (1988). Helping Visually Impaired Students Succeed in Band. Music Educators Journal 75, 36-38. Mooney, M. K. (1972). Blind Children Need Training, Not Sympathy. Music Educators Journal, 58, 56-59. Saslaw, J. (2009). Teaching Blind: Methods for Teaching Music Theory to Visually Impaired Students Siligo, W. (2005). Enriching the Ensemble Experience for Students with Visual Impairments. Music Educators Journal, 91(5), 31-36. Smaligo, M. A. (1998). Resources for Helping Blind Music Students. Music Educators Journal 23, 25-26 Wheeler, J. (2010). Finding the Opportunity to Teach Music to Students Who Are Visually Impaired